You must be able to: Describe the functions of the structures in both the animal and plant cells Compare and contrast animal and plant cells Discuss how cells are similar to factories
Instructions
Follow the link provided and do the activities detailed therein.
Activity 1: Animal and plant cell
1. Read a text on the following link on how animal and plant cells work. 2. Follow the instructions and work through the simulations 3. Observe the differences and similarities of the two cells 4. Note the structures and functions in each cell
Method
A variety of ways of representation, engagement and expression underpin the course delivery in accordance with the principles of Universal Design for Learning. Presentation will be made flexible given the varied educational needs of each learner.Consideration has been given in re-purposing of the course materials and provisioning of inclusive approach to cater for dexterous use of technology, bracketing and staging.
This approach draws on various theories of teaching, notably that of Flemming and Mills on engaging the sensory modes to access learning that is Visual, Audio, Read and Kinaesthetic (VARK) model. The delivery modes are broad ranging from reading texts, sound bites (auditory), graphics, videos (visual) to games and puzzles (tactile). The delivery modes are broad ranging from reading texts, sound bites (auditory), graphics, videos (visual) to games and puzzles (tactile). The principle of inclusion underlies this approach, thus ensuring that students with special educational needs can be able to access content material and instructional assistance via assisstive devices, text to speech devices, cause and effect software,etc. Further guidelines on inclusive approaches are accessible on Universal Design for Learning (UDL) Guidelines 2.0 which can be downloaded fromwww.**udl**center.org/sites/**udl**center.org/files/update**guidelines**2_0.pdf
Assessment
Assessment is described as the process of gathering information about a learner’s performance using a variety of methods and materials in order to determine learners’ knowledge, skills, and motivation for the purpose of making informed educational decisions. Within the UDL framework, the goal is to improve the accuracy and timeliness of assessments, and to ensure that they are comprehensive and articulate enough to guide instruction – for all learners. This is achieved in part by keen focus on the goal, as distinct from the means, enabling the provision of supports and scaffolds for construct irrelevant items. By broadening means to accommodate learner variability, UDL assessments reduce or remove barriers to accurate measurement of learner knowledge, skills, and engagement.
Learners will be assessed on their ability to:
Observe the animal and plant cells
Describe the functions the structures of both cells
Discuss the two cells are similar to factories
Compare and contrast the animal and plant cells
1: Topic: How animal and plant cells work?
Lesson outcomes
You must be able to:
Describe the functions of the structures in both the animal and plant cells
Compare and contrast animal and plant cells
Discuss how cells are similar to factories
Instructions
Follow the link provided and do the activities detailed therein.
Activity 1: Animal and plant cell
1. Read a text on the following link on how animal and plant cells work.
2. Follow the instructions and work through the simulations
3. Observe the differences and similarities of the two cells
4. Note the structures and functions in each cell
Method
A variety of ways of representation, engagement and expression underpin the course delivery in accordance with the principles of Universal Design for Learning. Presentation will be made flexible given the varied educational needs of each learner.Consideration has been given in re-purposing of the course materials and provisioning of inclusive approach to cater for dexterous use of technology, bracketing and staging.
This approach draws on various theories of teaching, notably that of Flemming and Mills on engaging the sensory modes to access learning that is Visual, Audio, Read and Kinaesthetic (VARK) model. The delivery modes are broad ranging from reading texts, sound bites (auditory), graphics, videos (visual) to games and puzzles (tactile).
The delivery modes are broad ranging from reading texts, sound bites (auditory), graphics, videos (visual) to games and puzzles (tactile). The principle of inclusion underlies this approach, thus ensuring that students with special educational needs can be able to access content material and instructional assistance via assisstive devices, text to speech devices, cause and effect software,etc. Further guidelines on inclusive approaches are accessible on Universal Design for Learning (UDL) Guidelines 2.0 which can be downloaded fromwww.**udl**center.org/sites/**udl**center.org/files/update**guidelines**2_0.pdf
Resources
Internet
Laptop or Desktop Computer
Smart phone/ Tablet/ cellphone
Assisstive devices
Cause and effect software
Text to speech device
http://biologycorner.com/worksheets/virtual_labs_glencoe.html
http://www.glencoe.com/sites/common_assets/science/virtual_labs/E08/E08.html
Assessment
Assessment is described as the process of gathering information about a learner’s performance using a variety of methods and materials in order to determine learners’ knowledge, skills, and motivation for the purpose of making informed educational decisions. Within the UDL framework, the goal is to improve the accuracy and timeliness of assessments, and to ensure that they are comprehensive and articulate enough to guide instruction – for all learners. This is achieved in part by keen focus on the goal, as distinct from the means, enabling the provision of supports and scaffolds for construct irrelevant items. By broadening means to accommodate learner variability, UDL assessments reduce or remove barriers to accurate measurement of learner knowledge, skills, and engagement.
Learners will be assessed on their ability to:
Observe the animal and plant cells
Describe the functions the structures of both cells
Discuss the two cells are similar to factories
Compare and contrast the animal and plant cells
Formative assessment
Assessment Session 1 activities must be completed in the link provided
http://www.glencoe.com/sites/common_assets/science/virtual_labs/E08/E08.html